Selection 2: Unit and lesson plan development

1. Selection 2: Unit and lesson plan development Rebecca Hall 2036127

2. Year 2 class • Unit plan Science • Lesson plans • Attention Deficit Hyperactivity Disorder (ADHD) • Auditory Processing Disorder (APD) • English as a Second Language (ESL) • Areas of known learning difficulties • Effective strategies/interventions • Venn diagram highlighting similar strategies • Provide a visual representation of RTI

3. Areas of known learning abilities and difficulties Academic • At risk of being underachievers (ADHD) • Difficulty following and obeying rules (ADHD) • Poor short term memory (ADHD) • Hyperactivity affects learning (ADHD) • Forgetful with daily activities – help working memory..WHO, WHAT, WHERE? (ADHD) • Auditory attention is more difficult than visual attention (ADHD) • Difficulties getting started (ADHD) • Difficulty figuring out important parts (ADHD) • Problems attending to what they should (ADHD) • Easily fatigued – deliver KEY, PRECISE, POINTS (ADHD) • Writing is often tedious – be selective (ADHD) • Literacy (APD) • Verbal instruction (APD) (ESL) (ADHD) • Behaviour • Difficulties concentrating, particularly with tedious tasks and in a distractive/noisy environment (ADHD) (APD) • Poor motivation (ESL) (ADHD) (APD) • Social/emotional • Difficulty getting along with peers (ADHD) (ESL) • Socially clumsy (ADHD) (ESL) • Frustration (ESL) • Poor self image (ADHD) (ESL) (APD)

4. Auditory Processing Disorder • 3-10% of the population has some degree of APD • Assessment to check peripheral hearing, diagnosis by an audiologist • Auditory system can be divided into two parts, the peripheral auditory system and the central auditory system • Auditory processing is what the brain does with what the ears hear • Can often process speech adequately in a quiet room with simple language • Typically presented by the time a child is 7 years old • May have difficulties with: responses, difficulties remembering or confusing words, difficulties remembering instructions, easily distracted/ short attention span • Implications in the classroom • High occurrence with other conditions such as ADD and dyslexia, but can occur on its own

5. ADHD • Attention Deficit Hyperactivity Disorder • Neuro-biological condition that disrupts the processing of information in the brain • One of the most common learning difficulties in school aged children, affects 5-20% • Three subtypes of ADHD, inattentive, hyperactive-impulsive type or combination of the two • Often inflexible • More social and emotional behaviours • ADHD hyperactive-impulsive type presents earlier • Prevalent more in boys than girls (Selikowitz, ) • Children with ADHD are more likely to be rejected socially and have more problems with their peers • At risk of being underachievers and for developing challenging behaviours patterns • Can be treated with medication. Restores chemical messengers to a lower level in the brain.

6. ENGLISH AS A SECOND LANGUAGE (ESL) Make up one quarter of children in Australian schools • Students can be categorized into three stages: 1st just enough to get by, 2nd more competent with day to day language but needs help with written language, 3rd, generally competent but needs assistance with more complex language (deCourcy, 2010) • 5-7 years for the child with ESL to be operating at level similar to peers • Suffer from anxiety/poor self-esteem • Frustrated not doing work similar to their peers • Collaborative learning • Group work • Performance assessment • Teacher uses gestures and intonations • One on one teaching • Explicit teaching, child models the shapes of the teachers mouth • Frequent opportunities for repetition

7. EFFECTIVE STRATEGIES/INTERVENTIONS • Memory • Social skills – scaffolding with peers • Self esteem – positive feedback Strategies to be a successful learner • Soundfield system • Clear precise instructions • Modifying length or demand of content/reducing the complexity of the task • Visual pictures • Motivation/interests • Seating arrangement • Child accesses information prior to lesson • Give class verbal instruction and repeat to children with a learning disability • Scheduling breaks • Providing important information at the start and end of lesson • Explicit and direct teaching • Providing role as a monitor • Stress ball or bouncy cushion to sit on • Reward system • Different coloured print for instructions • Use of gestures and intonation when talking to the children • Storyboards • Mixing high and low interest lessons • Predictable and organised classroom • Inquiry project (ESL – connections) • Ongoing assessments

8. Low self-esteem Lack of social awareness difficulties following verbal instructions easily distracted frustration difficulties with phonics skills isolation Difficulties locating the direction of sounds poor working memory, impacting on planning, instructions, sequences • Gain attention before speaking • Clear, explicit instructions and speech • Give critical information first • Visual information • Listening buddy/social buddy • Soundfield system • Importance of early identification and intervention • positive feedback poor self-esteem low self-esteem lack of social awareness, difficulty obeying rules difficulties finishing tasks Venn Diagram displaying similar strategies disorganised

9. School wide model of effective support - RTI

10. “Visible Learning” our role of making our learning visible to the student and the student’s learning visible to the educator (Hattie, 2009) McIntyre, T. (2004) Strategies for Teaching Youth with ADD and ADHD Learning Disabilities on line. Retrieved 9th November 2013 from: http://www.ldonline.org/article/13701 Useful site, tiring day, thankyou!

11. References Allison, B. N., & Rehm, M. L. (2011). English language learners: Effective teaching strategies, practices for FCS teachers. Journal of Family and Consumer Sciences, 103(1), 22-27. Retrieved from http://search.proquest.com/docview/887105715?accountid=109104th November 2013 Allor, J.H., & Chard, D.J. (2011). A comprehensive approach to improving reading fluency for students with disabilities. Focus on Exceptional Children, 43(3), 1-12. Bellis, T. (2013). Understanding Auditory Processing Disorders in Children. Retrieved 25th October 2013 from http://www.asha.org/public/hearing/disorders/understand-apd-child.htm Boswell, J., May, D., Willis, L., Govier, N. (2011). Parent Information about CAPD. Adelaide Hearing Consultants. Adelaide. Curtin, Ellen M & National Center for Education Information (Washington, D.C.) (2009). Practical strategies for teaching English language learners (1st ed). Merrill/Pearson, Upper Saddle River, N.J De Courcy, M. 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Learning Disability Quarterly. 34.1 p 3 • REFERENCES • Allison, B. N., & Rehm, M. L. (2011). English language learners: Effective teaching strategies, practices for FCS teachers. Journal of Family and Consumer Sciences, 103(1), 22-27. Retrieved from http://search.proquest.com/docview/887105715?accountid=109104th November 2013 • Bellis, T. (2013). Understanding Auditory Processing Disorders in Children. Retrieved 25th October 2013 from http://www.asha.org/public/hearing/disorders/understand-apd-child.htm • Boswell, J., May, D., Willis, L., Govier, N. (2011). Parent Information about CAPD. Adelaide Hearing Consultants. Adelaide. • Curtin, Ellen M & National Center for Education Information (Washington, D.C.) (2009). Practical strategies for teaching English language learners (1st ed). Merrill/Pearson, Upper Saddle River, N.J • DuPaul, G. J., & Eckert, T. L. (1998). Academic interventions for students with attention-deficit/hyperactivity disorder: A review of the literature. Reading & Writing Quarterly: Overcoming Learning Difficulties, 14, 59-82. • Dylan, W. (2013). Embedded formative assessment. Retrieved 8th November 2013 from http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=7&ved=0CF0QFjAG&url=http%3A%2F%2Fwww.dylanwiliam.org%2FDylan_Wiliams_website%2FPresentations_files%2FNEEC%2520breakout.ppt&ei=8Rt-UtioCoLziAep94HYCg&usg=AFQjCNHfWa0k6MO7XBDJ0cjw95ULsgWDag&sig2=FKx2eFk6cafhFW7lRu3ppw • Guccione, L. (2011) The Reading Teacher From Integrating Literacy and Inquiry for English Learners Volume 64, Issue 8, pages 567–577, • Jarvis, J (2011) Promoting mental health through inclusive pedagogy. In Shute, R.H., Slee, P.T., Murray-Harvey, R., & Dix, K. L., (Eds). Mental health and Wellbeing: Educational Perspectives. Adelaide, SA: Shannon Research Press, pp 237-248. McGhie-Richmond, D., & Sung, A., (n.d) Applying Universal Design for Learning to Instructional Lesson Planning. Retrieved 10th November, 2013, from http://www.wholeschooling.net/Journal_of_Whole_Schooling/articles/9-1%20McGhie-Richmond%20&%20Sung.pdf • McIntyre, T. (2004) Strategies for Teaching Youth with ADD and ADHD Learning Disabilities on line. Retrieved 9th November 2013 from: http://www.ldonline.org/article/13701 • NSW Department of Education and Training. Multicultural Programs Unit (2004) English as a second language: Guidelines for Schools. Sydney: Author. Retrieved 9th November 2013 from https://www.det.nsw.edu.au/policies/student_serv/equity/comm_rela/d04_23_ESL_Guidelines.pdf • Schafer, E, Mathews L, Mehta,S, Hill, M Munoz,A, Bishop R, Moloney,M (2013) Journal of communication disorders Personal FM systems for children with autism spectrum disorders (ASD) and/or attention-deficit hyperactivity disorder (ADHD): An initial investigation January – February 2013, pp 30-52 Retrieved 10th November 2013 from http://www.sciencedirect.com.ezproxy.flinders.edu.au/science/article/pii/S0021992412001165 • Selikowitz, M (2009). ADHD. Oxford University Press: New York. Retrieved 25th October 2013 from • Schafer, E, Mathews L, Mehta,S, Hill, M Munoz,A, Bishop R, Moloney,M (2013) Journal of communication disorders Personal FM systems for children with autism spectrum disorders (ASD) and/or attention-deficit hyperactivity disorder (ADHD): An initial investigation January – February 2013, pp 30-52 Retrieved 10th November 2013 from http://www.sciencedirect.com.ezproxy.flinders.edu.au/science/article/pii/S0021992412001165 • Selikowitz, M (2009). ADHD. Oxford University Press: New York. Retrieved 25th October 2013 from